Exploring the Impact of Activity-Based Learning on Academic Performance of Elementary School Students
Abstract
Abstract
This study explores the impact of activity-based learning (ABL) on the academic performance of elementary school students in Karachi, Pakistan. By focusing on teachers’ perspectives, the research examines how ABL influences student motivation, engagement, and academic achievement compared to traditional methods. Data were collected through semi-structured interviews with eight elementary school teachers, using a phenomenological approach to gain in-depth insights. The findings indicate that ABL significantly enhances student engagement, facilitates better retention of knowledge, and fosters the development of critical thinking skills. Teachers observed that students became more motivated and confident as they participated in hands-on activities, which helped them connect classroom content to real-life applications. Despite the positive outcomes, the study also identified barriers such as resource limitations, time constraints, and classroom management challenges that hinder the effective implementation of ABL. The study concludes by emphasizing the need for adequate teacher training, resources, and support to maximize the benefits of ABL in elementary education.
Keywords: Activity-Based Learning, Academic Performance, Student Engagement, Motivation, Elementary Education
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